Despite Westernization and the prominence of English conversation schools, Japanese students still underachieve in oral communication. The focus of the English in Japan is on grammar, reading and writing. Speaking is often neglected and most Japanese TEFL teachers haven’t mastered good pronunciation skills.
Cultural characteristics, such as status, social class and social distance, exclude certain discussion topics from the classroom and do not promote spoken English. Also, typical for Japanese education is the teacher centred learning model with a direct approach. Japanese students prefer explicit instruction above interaction and classroom discussions.
English Pronunciation Problems
The Japanese use two different sound systems: one for their own language and one for the many English loanwords (Katakana). Students should be made aware of the wrong pronunciation of many English words.
Some English sounds do not exist in Japanese such as [l] which is pronounced as [r]. All Japanese words end with a vowel and students therefore often add a vowel after English words ending in a consonant. These are just a few of the many pronunciation difficulties of Japanese speakers of English.
Taboo Conversations in Japan
Formality, social class and status determine life in Japan. In the heterogeneous EFL classroom, students are very sensitive to discussions and questions that might reveal their descent and preferences. The TEFL teacher should avoid talking and asking about the following:
- Bukamin (lowerclass)
- area student lives in
- university/ school of student
- hometown of student
- parents' jobs
- dialect
- political beliefs
In general, younger people are more familiar with and open towards Western discussion topics than the older generation.
Japanese Culture Causes Communication Breakdown in English
Various cultural characteristics of Japan make it harder to build up interactive English conversation. A few examples:
- Status and power: In the Japanese classroom this results into situations where students don't get involved into discussions because they have to respect higher ranked students. These power issues can be extended to age and gender. Also, students might be afraid to be ranked as lower class when asking questions or giving the wrong answer.
- Social distance: students refrain from asking the teacher questions and pretend to understand something they don’t rather than asking.
- Group harmony: In Japan everything is done in function of the group. Individuals are conscious of not disturbing the harmony and therefore will not quickly express their own opinion.
- Silence: during conversations and when thinking, silence is quite normal in Japan.
This list of Japanese cultural differences is by no means conclusive. By showing respect for and understanding of the Japanese way of living, it will be much easier for the teacher to be accepted.
TEFL Tips to Enhance Speaking in the Japanese Classroom.
The English teacher of Japanese students can try to overcome the existing difficulties with verbal communication by using some specific teaching methods:
- Pronunciation has to be practised extensively; language labs are excellent because of the individual possibilities (they don't make students stand out).
- A more indirect and creative approach to learning can be introduced by conversation starters or questions offering multiple answers instead of using open ended topics. Students are less inclined to have a communication breakdown because there is less pressure.
- Also, try embedding the speaking component in the whole lesson and don't always present it as an activity on itself. Use speaking as a means to an end rather than as a purpose on its own. Give students a task where they have to interact with each other to complete that task; gap filling exercises (A/B pairs) tend to work well and are generally appreciated.
- Pair work for conversations should be preferred above group discussions.
- Be aware of the negative impact when singling someone out in front of a group (disruption of group harmony).
- Be available for questions during pair work and after the class when people feel "less in the picture."
- Teach students ways of dealing with silence since in Western cultures it can be misunderstood. Introduce phrases to fill the thinking time like “Well, let me see”, “I think that" and “Oh really?”.
To conclude, English speaking in Japanese EFL classrooms is hindered by several factors. Phonetically, Japanese learners need proper and repetitive instruction. Culturally, differences with the Western society need to be acknowledged and treated respectfully.The TEFL teacher will have to come up with creative solutions to install a positive and safe class climate, open for dialogue.
Carlien van de Kreeke - About me Carlien van de Kreeke has a Masters Degree in Germanic languages (English/ Dutch Literature and Linguistics), obtained at the ...
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